Relating school leadership to perceived professional learning community characteristics: a multilevel analysis

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Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, background): “Only a few studies have explored this issue, and they have achieved inconsistent results (Kennedy and Smith, 2013; Lee et al., 2011; Lomos et al., 2011b; Vanblaere and Devos, 2016a).”
Fostering teachers' team learning : An interplay between transformational leadership and participative decision-making? (2017, background): “For instance, some studies show a direct association between transformational leadership and teachers' team learning activities (e.g. Lodders, 2013; Vanblaere & Devos, 2016), while others suggest indirect associations (e.g. Raes et al., 2013; Silins &Mulford, 2002).”
THE EFFECT OF INSTRUCTIONAL, TRANSFORMATIONAL AND SPIRITUAL LEADERSHIP ON ELEMENTARY SCHOOL TEACHERS’ PERFORMANCE AND STUDENTS’ ACHIEVEMENTS (2021, result): “These findings confirm theoretical review and previous study findings in which teachers’ performance functions as mediating variable on the effect of instructional leadership of principal on students’ achievement (Alam & Ahmad, 2017; Devos, Tuytens, & Hulpia, 2014; Vanblaere & Devos, 2016).”